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Publication
Bullying aos olhos das crianças
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Abstract(s)
Este estudo teve como objetivo analisar a perceção que os alunos têm sobre o bullying e de que forma as variáveis género e idade influenciam a opinião das crianças sobre a representação do fenómeno, a perceção sobre o agressor e vítima, e também a opinião pessoal da criança quando envolvida em situações de bullying.
Aplicámos o questionário Scan-Bullying (Almeida, & Caurcel, 2005), que contou com a participação de 217 alunos de uma escola privada em Lisboa. A amostra caracteriza-se por alunos com idades entre os 10 e 15 anos, frequentando o 5º, 6º, 8º e 9º anos de escolaridade. Segundo o instrumento aplicado foi possível observar-se quais as emoções mais escolhidas pelas crianças, qual o papel que estas escolheriam se estivessem envolvidas na história e qual o final mais escolhido para a mesma.
Os resultados obtidos, através da análise estatística dos dados, permitiram concluir que o género influencia a representação do fenómeno, a experiência emocional como vítima, agressor e participante, sendo que as raparigas apresentaram scores mais elevados que os rapazes, demonstrando que têm uma perceção melhor e mais adequada sobre a representação do fenómeno e a experiência emocional como vítima, agressor e participante comparativamente aos rapazes.
Os resultados permitiram também concluir que a idade influencia a representação do fenómeno e a perspetiva do papel da vítima e agressor, sendo que foram encontradas diferenças significativas entre o grupo 1 (10-12 anos) e o grupo 2 (13-15 anos). O grupo 1 utiliza estratégias de coping ativo com maior frequência, e associam mais emoções negativas à experiência emocional como agressor, comparativamente ao grupo 2. Por outro lado, o grupo 2 associa mais razões do foro grupal às causas do bullying quando comparados com o grupo 1.
This study aimed to analyze students' perception of bullying and how gender and age variables influence children's opinion on the representation of the phenomenon, the perception of the perpetrator and the victim, as well as the child's personal opinion when involved in bullying situations. We applied the Scan-Bullying questionnaire (Almeida, & Caurcel, 2005), which 217 students from a private school in Lisbon took a part in. The sample is characterized by students aged between 10 and 15 years, attending the 5th, 6th, 8th and 9th grade. According to the instrument applied, it was possible to observe which emotions the children chose most, what role they would choose if they were involved in the story and what’s the most chosen end for it. The results obtained through the statistical analysis of the data allowed us to conclude that gender influences the representation of the phenomenon, the emotional experience as a victim, aggressor and participant. Girls had higher scores than boys, showing that they have a better and more appropriate perception about the representation of the phenomenon and the emotional experience as victim, perpetrator and participant when compared to boys. The results also allowed us to conclude that age influences the representation of the phenomenon and the perspective of the victim and perpetrator role since significant differences were found between group 1 (10-12 years) and group 2 (13-15 years). Group 1 uses active coping strategies more often, and associates more negative emotions with emotional experience as aggressor, compared to group 2. On the other hand, group 2 associates more group reasons with the causes of bullying when compared to group 1.
This study aimed to analyze students' perception of bullying and how gender and age variables influence children's opinion on the representation of the phenomenon, the perception of the perpetrator and the victim, as well as the child's personal opinion when involved in bullying situations. We applied the Scan-Bullying questionnaire (Almeida, & Caurcel, 2005), which 217 students from a private school in Lisbon took a part in. The sample is characterized by students aged between 10 and 15 years, attending the 5th, 6th, 8th and 9th grade. According to the instrument applied, it was possible to observe which emotions the children chose most, what role they would choose if they were involved in the story and what’s the most chosen end for it. The results obtained through the statistical analysis of the data allowed us to conclude that gender influences the representation of the phenomenon, the emotional experience as a victim, aggressor and participant. Girls had higher scores than boys, showing that they have a better and more appropriate perception about the representation of the phenomenon and the emotional experience as victim, perpetrator and participant when compared to boys. The results also allowed us to conclude that age influences the representation of the phenomenon and the perspective of the victim and perpetrator role since significant differences were found between group 1 (10-12 years) and group 2 (13-15 years). Group 1 uses active coping strategies more often, and associates more negative emotions with emotional experience as aggressor, compared to group 2. On the other hand, group 2 associates more group reasons with the causes of bullying when compared to group 1.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Educação
Keywords
Bullying Perceção Crianças Perception Children